Abstract There are few research results of instructional design based on scientific argumentation. Moreover, the level of argumentation of science teachers is generally low, and the teachers have not developed the usual argumentation habits. The article focuses on the results of international empirical research on this topic through literature review. It is found that pre-service science teachers have different understandings of scientific argumentation, and the experience of scientific argumentation has an impact on the pre-service science teacher’s view of the nature of science, scientific concepts and argumentation ability. Based on the literature summary, suggestions are made from three aspects: professional curriculum setting for cultivating argumentation ability, teaching of socioscientific issues and strengthening content knowledge.
CHEN Kai, LIN Jia-Yi, WANG Kun. A Review of the Research Literature on the Development of Pre-Service Science Teachers Based on the Perspective of Scientific Argument[J]. Chinese Journal of Chemical Education, 2020, 41(18): 61-68.
